School Boards, Public Relations, and the Media [electronic resource] : Your Practical Communications Guide / Diane Thomas.
The way that a school board responds to media attention can make or break a school district's image and its communication program. Since elected officials govern by public consent gained from trust, a responsible communications program is based on willingness to do business in the light of day....
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1988.
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| Subjects: |
MARC
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| 100 | 1 | |a Thomas, Diane. | |
| 245 | 1 | 0 | |a School Boards, Public Relations, and the Media |h [electronic resource] : |b Your Practical Communications Guide / |c Diane Thomas. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1988. | ||
| 300 | |a 68 p. | ||
| 500 | |a ERIC Document Number: ED325911. | ||
| 500 | |a Availability: Publications, California School Boards Association, 3100 Beacon Blvd., West Sacramento, CA 95691 ($14.95). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a The way that a school board responds to media attention can make or break a school district's image and its communication program. Since elected officials govern by public consent gained from trust, a responsible communications program is based on willingness to do business in the light of day. Schools must be able to communicate the difficult news as well as the positive news. The first two chapters of this guide address various avenues open to districts eager to tell their stories and gain community willingness to work long hours without high pay. school visits, or through civic activities, including board member speeches and regular board meetings. School-site public relations goals can be accomplished through neighborhood coffees, newsletters, and open houses and fundraisers. Chapter 3 explains the new "media elite"; once composed of anti-intellectual working-class people, the media ranks are now filled with liberal, well-educated eastern suburbanites. Reporters resemble teachers in their professional commitment and willingness to work long hours without high pay. Chapter 4 is premised on the idea that good public relations policy helps reporters do their job by choosing a stance midway between control and openness. Extensive advice is given concerning effective board/media communication. Chapter 5 provides tips for writing news releases, appearing on television, using the phone, and holding press conferences. The final three chapters cover crisis communications, the fine art of complaining, and board/public information officer relations. (MLH) | ||
| 521 | 8 | |a Policymakers. |b ericd. | |
| 650 | 1 | 7 | |a Boards of Education. |2 ericd. |
| 650 | 1 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Mass Media Role. |2 ericd. |
| 650 | 1 | 7 | |a News Media. |2 ericd. |
| 650 | 1 | 7 | |a Public Relations. |2 ericd. |
| 650 | 0 | 7 | |a Telephone Usage Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Television. |2 ericd. |
| 710 | 2 | |a California School Boards Association. | |
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